4.2 Quantitative data analysis from teachers questionnaires
4.2.4 Approach and methods of practice using authentic materials in speaking skills
As mentioned at the approach and methods of practice using authentic materials in speaking skills that should be focused on , item 18, 19, 20, 21, 22, 23, 24, 25 (see Appendix 1) were applied. Data were analyzed as the same way as the first, the second and the third clusters . The Mean of this cluster is 1.98,higher than middle value.
N Minimum Maximum Mean Std. Deviation
Cluster 4 11 1.62 2.38 1.9886 .28752
Valid N (listwise) 11
Table 4.7: Approach and methods of practice using authentic materials in speaking skill
4.2.4.1 Approach
The Means of Item 18, 19, 20, 21and 25 (see Appendix 1) are displayed in a bar chart (see Chart 4.5) so as to sumarize the overall the way teachers use to approach authentic materials in speaking skill.
Chart 4.9: Approach
With reference to Chart 4.9 above, it can be seen that Item 18, Item 25 were widely used by teachers. Most teachers showed their strongly agreement with Item 18 and Item 25. As a result, using learner-centered approach in practicing oral skill by asking students to suggests topics or ways to discuss has high Mean ( Mean = 1.727 ). The teaching learning process, as the curriculum states, is learner-centered, where the teacher provides students with opportunity to use language, On the other hand, students are also encouraged to think critically and develop problem-solving skills through more creative tasks and group work.
The combination of four activities procedure in teaching speaking: warming , Pre-speaking, speaking stage, post-speaking give the results that large major of teachers agree or strongly agree. The Mean of Item 25 is 1.727, rather high than middle value.
Another approach which was received teachers‟agreement from questionnaire is Item 19 (Mean =2.364) “I often use some speaking activities such as : role -play , group work discussion , games in my teaching”. Many approaches can be applied including role play, group work, dicussion because they are effective to use in teaching speaking. If role play activity gives students an opportunity to practice communicating in different social contexts and in different social roles. In addition, it also allows students to be creative and to put themselves in another persons place for a while. Concerning group work, problem solving and decision-making and discussing activities are useful for group work.
Regarding the above mentioned activities, all of the teachers (from Teacher 1toTeacher 5) stated that they really wanted to apply games activity for group work, but they still often used other kinds of activities such as interviewing, discussing, and problem solving and decision-making because they were afraid of making noise.
Teacher 1 shared that :
“In fact, I want to create a funny and interesting atmosphere for students by using games activity when they learn speaking skill, I want my students to feel free to speak and speak English in a natural way but I rarely used it because I did not want to be complained about making noise in the lesson by other teachers”(Teacher interview)
And Teacher 2 expressed that
“My students have to learn English all day and night so I like to help them learn practice speaking English through some kinds of games which make them relaxed and funny. However, I can’t”(Teacher interview)
4.2.4.2 Methods
The use of video in teaching English as a foreign language (EFL) classroom has become a common practice for the ELT practitioners. Nowadays, internet facilities and availability of different technology have made the task of the language teachers easier. Teachers can download different videos appropriate for the learners from internet. Moreover, using content related videos helps the learners to conceptualize the ideas and get in
depth thought on that topic.
As regards to teacher‟s methods , the data in Chart 4.10 showed clearly that most of teachers responded their agreement or strongly agreement toward item 22, 23, 24 (see Appendix 1)
.
Chart 4.10: Methods
As displayed in a bar chart 4.10, the Mean of item 22 is the highest (1.364), the Mean of item 22 is in the second position (1.455) and the Mean of item 24 is the lowest. The gaps between the Mean of items 22and 23 are small. However, the gaps of the Mean of Item 24 compared with the rest ones is rather big
All interviewed teachers agreed that they often use video tapes to show some real situations for my students because they are an important resource for real communication and visual aids, namely photographs, magazines, pictures flashcards, wall pictures, chalkboard as authentic printed materials. They also gave various reasons to support their ideas. Following are some of the reasons:
Teacher 1 shared that :
“Authentic videos enrich students with abundance of samples in target language. Television programs like soap operas which are continuous and let learners to be familiar with the topic and plot of the story and characters can be considered as rich and valuable input”.(Teacher interview)
Teacher 2 added that :
“The use of audio-visual aids facilitates a teacher in different ways. First of all, audio visual aids help the learners to lower their anxiety levels, which is very important especially in speaking and listening class. Learners are very much afraid of speaking, and their listening skills are also not satisfactory. However, if the find any interesting video or picture, they show willingness to speak in the classes”(Teacher interview)
Teacher 3 shared another idea:
“Audio Visual is an audible and visible media that can motivate students to be more concentrate to the explanation of the lesson. This media is colorful so can make student interest and avoid bore situation to the lesson. And Audio Visual gives specific example and theme that suitable with the students need, in order to make student easier to understand the meaning of the utterances” (Teacher interview)
Teacher 4 expressed that:
“Normally, we search authentic materials from Internet with relevant Video to support our speaking lesson more comppelling and interesting.They may be closer to the content of lesson and real-life communicating to students. Beside of
using Video to show student to watch and understand a contexts and situtation, from there, they can practice listening about how to pronounce word correctly by native speaker”(Teacher interview)
Another teacher responded:
“I use audio-visual aids to make the class interesting. If there are no audio- visual aids in the lesson, it becomes monotonous for the students to hear the lecture.
However, different audio-visual aids like sings, video clip etc. can draw the attention of the students easily which is very important to keep them attentive to the lesson” (Teacher interview)
Teacher 1 added that
“visual aids help the teachers make their classes interactive. It is easier the teachers to provide the learners with some background information for speaking.
Moreover, there is a balance between teacher talk time and students talk time if teachers use video and pictures in speaking class” (Teacher interview)
It is not easy to decide the most effective media to increase the student speaking ability. Teacher should decide which materials to improve teaching effectiveness, because they offer a real life for students and the teacher should be able to choose the appropriate and interesting media which can avoid students‟tediousness in learning English and stimulate their motivation to learn , therefore their ability in speaking will increase.
When used effectively, authentic materials help bring the real world into the classroom. Exposing the students to cultural features generates a deeper understanding of and interest in the topic. On one hand, the students develop their ability to zero in on relevant information, and on the other, they learn how to disregard what is not relevant. As students pool their individual strengths they gain confidence in being able to function in an English-speaking society.